42 (2013 2 © 2013 Narr 4 W OLFGANG H ALLET , M ICHAEL K. L EGUTKE * Tasks re-visited Introducing the special issue 1. Definitions of tasks and task cultures ! ! ! -" ! # $ ! ! # ! ! # # ! % # & ' *+' $ 6 '*+' / $ ; < + / N ORRIS 2009; S >@* Q$ ; < + 2008: 1-XY[ & @ ! \ % \ ! " ! # ! & ]] ! ! ! # ! ! ! " ! # # ! - # % ! # # ! ! \ ! N @' ' ! ! - ^ ! # # _ ! ! ! ! ! ` # # " ! ! # ! # ! # ! % #` \ ! ! # ! - # & #\ \ ! ! " ! # j % #! ! # # ! ! ! & > q +6 - 6 > '' / S y {+6 ! & ' *+' $ R '*+' |! ! ! ! X} # ! # ! ]] ! ! ! ' *+' $ 6 '*+' 2006: 4- & € # \ # ! #  ! " ! ! ! ! ! ^ ! " % ! % # # # ! ! ` ! " % - ! # ! # ! \ & & # ! # ! ! # ! \ - # - ! % # # ! & - * Addresses for correspondence: ƒ & * & Wolfgang H ALLET \ „ ! ! - " -@ ! † < ‡ \ € ! - ˆ ! \ * # # ! \ y -$ - ‡ X‰ $\ *-35394 G €+‡+' & E-Mail: % & @ ! & - ! ! &# Research areas: ! # ! \ # € # \ j ! ! & ƒ & * & Michael K. L EGUTKE „ ! ! - " -@ ! † < ‡ \ € ! ˆ ! \ * # # - ! \ y -$ - ‡ X‰ $\ *-35394 G €+‡+' & E-Mail: & & ‹ ! & - ! ! &# Research areas: # \ + ! ! \ j & T a s k s r e v i s i t e d 4 Wolfgang Hallet, Michael K. Legutke 42 (2013 2 4 \ ! % ! _ ! #! " ! #- # #\ ! \ ! # ! & € ! ! \ ! ! ! ! " # ! ! # +<@ {+ Q y> 1991: 33-YŒ` ! & + 2011: 145-XY % ! ! ! % ! ^ X ! ! j ! ! # # ! ! ! # & & \ \ j ! & [ ƒ - ! ! ! # # % # #! # & ! ! _ ! ! ! ! " ! # j ! ! % & Y ! ! # ! | j- % ! & ! # ! ! % ! #! # ! " ! & ! ! ! \ ! \ ! " \ ! # - ! ! ! & Œ € ! # ! ! # # - ! | # # ! \ ! ! _ # ! ! \ ] ! ! \ ! - ! ! ! ! \ # ! " ! # # ! ! & - % ! ! #! ! - ! \ > q +6 - 6 > '' / S y {+6 - & * € - @6 ! _ ! ! ! Ž ! ! &&&‘&  ‘ ! #! % ! ! - ! ! # % % ’ [‰XX^ [[ & € ! ! ! ! % ! & € ! ! ! \ j ! ! Ž ! ! # # ! \ & & % #! ’ " #&^ [Y & € # ! # ! \ # " % task-based $ # task-supported ! " # # & > q +6 - 6 > '' / S y {+6 - & * € @6 2011: 23-[ & € $ ! ! Ž " ! ! ’ + € [‰‰Y^ Y‰ & € \ " ! \ ! ! # j ! ! \ ! \ ! # " ! " ! & @! “ ! ! " ! ! | '* €' X”Œ ! # ! ! \ +<@ {+ Q y> X””X # ! ! ! % ! # ! + # # $ ! X”}‰! \ ! # - ! # ! j ! & 1 € ! # ! \ ! ! ! ! " j # ! ! ! & + 2011: 136-142): (1) # ! ! ! # " & # $ ! ! \ " # " ! ! # ! & (2) > ! ! ! " ] # ! -" ! # ! ! & # " ! _ ! # ! ! \ " # - ! \ ! & & ! ! ! # # " % ! ! & & %- ! ! j ! & & j # % & % ! ! ! ! _ # # # # #! 1 6 ! ! " ! ! \ # '* €' X”Œ^ Y• \ % ! ! ! " ! | ! # ! ! & ! ! # ! ! ! # # # # ! \ ! ! ! \ ! # j ! & Tasks re-visited. Introducing the special issue 5 42 (2013 2 4 " ! \ “ ! | +<@ {+ Q y> X””X^ X•} & ! ! ^ # # ! ! # \ % ! ! ! \ # ! " ! # & (3) # ! ! j " ! # ^ # ! # " # % " # # ! & y \ ! ! ! _ ! ! % ! " ! " - ! ! ` ! # # " \ - ! # # ! \ ! ! # ! ! ! & ! ! ! ! ! ! ` # " ! ! “ ! | S 6 [‰‰^ Œ” & 2. Towards outcome-oriented task-based learning: the complex task € " ! ! ! _ ! ! ! % #& ! # # % \ ! \ ! ! # ` # ! \ ! ! # " ! ! ! ! ! # # # " j # # #` # j ! ! ! # ! " # j ! \ # ! ! ` #\ ! " ! \ # ! # ! | % # \ # # # % # #! # ! % # & I # % # % # ! \ _ ! ! " ! " & € < # ! ! + \ # ! " #\ Common European Framework of Reference for Languages + 6 ! # " ! % \ j ! # - % % ! % ! ! " # ! # ! " ! #& * ! # " # ! < ` & & & $ @  &‘ 2005; y< [‰XX + 6|! # ! - ! # ! ! # ! ! ! ! # # ! ! ! & € ! " # ! ! ! # ! " # + 6 ! ! & ! \ - ! " ! # - \ % ! \ ! % & +<@ {+ [‰‰ \ ! " ! # ! ! # ! " ! # # ] # ! " ! ! ` “ - ! | # # # ! ! ! “ ! | # & > j # ! " ! # - # ! ! ! # % # # - # #! ## ! ! #& \ - ! \ ! # # " & Z ; * €‡ 2010: 62 - # ! ! j ! ! - \ \ & # ! - % & ! ! ! # ! # "! " # # % \ ! ! ! % # ! 6 Wolfgang Hallet, Michael K. Legutke 42 (2013 2 4 " # # # " # ! # # # ! # ! ! “Bildungsziele| & ! % # " # # ! # # |! " # ! -# # # " ! # # ! ! ! “# ! ! - |` & + [‰‰ & \ - # ! ! # - j ! # ! ! ! ! % # ! ! & ! # ! " ! ! ! % \ #\ - # ! ! ! ! - % ! j \ j # \ % ! \ #\ # ! " # ! ! " & # j ! + 2011: 143-X}•\ + [‰X[\ + [‰XY\ $ €+$€< –@ +6 ! ) ! ! # ! ! # ! ! # ! ! ! % j \ -% # # ! ! ! ` # # -# ! ! # " ! % _ ! # \ ! # # ] # & 3. The task agenda j ! ! # ! ! " ! ! ! ! ! # % & ! ! ! ! ## ! ! # # ! # ! & Practice makes perfect^ ! # ! ! ! -" ! # # ! ! _ ! \ ! ! ! ! # - ] #\ ! ! # " # # % # ! & { €ƒƒ+ [‰XY & R — +6 ! ! ! ! ! % ! ! % ! - - ! ! ! - # ! ! _ ! & j ! # ! ! ! #! ! ! ! & % \ % ! ! ! " # ! # ! ! # # ! ! # ! ! & Complex language tasks for all learners^ ! # ! ! ! ! _ ! % j ! ! ! ! # - ! & ! " $ ! ! #! j \ % ! ! ! ! # & Task assessment and evaluation: ! ! ! ! ! -" ! # % # ! # ! & ! # ! - \ ! ! # # ! ! ! % ! & € ! \ ! ! ! # ! ! " # ! " # # ! - ! ! ! ! " # ! & # # ] # ! ! # j ! # ! # ! ! ! ! ! Tasks re-visited. Introducing the special issue } 42 (2013 2 4 ! & > 6 €'+˜ ! & \ ! ! ! - # # ! # # ! ! ! ! ! ! % \ #\ #  ! j ! | ! # - ! ! # % \ #\ ! % # #! ! # # ] # ! ! ! & N @' ' ! & Tasks and the new classroom^ ! # # # & $ €+$€< –@ +6 ! \ ! ! ! " - - ] # ! # ! ! # ! ! % # ! ! % # ! # " ! " #& ! ! j ! % ! #! j & Tasks in teacher education^ y ! ! % - $ & R € ! \ % % % ^ Task-design^ ! # " # # ! j ! ! % \ #\ # #! ! # % \ #\ # #! # # ! # #! & Planning and improvising^ task-as-workpla j " ! \ |! # ! # " ! task-in-process ($ 6++' X”} \ ! # # % ' €+6 X””• ! “ # ! | # ! & # # # ! - # - ! ! # ! ! ! # & ! \ % \ " " ! # ! ! ! # ! ! & Dual cultural focus^ € - # ! ! # % # ! " ! ! ! - ! ! \ ! # ! ! ! ! % ! # " \ - ! # ! ! ! % #! ! ! ! \ #\ ! ! # _ \ ! ! ! # # ! ! ! % * ! & y % ! % " ! # # % ] # % " -! # ! ! # ! ! & + [‰‰" & Task-cultures across the curriculum^ " -! ! ! ! # ! ! ! & \ - ! # ! ! ! " "! # ! ! ! \ # ! ! & { + +6 ! & * ! - ! % -! # - ! | " ! ! ! ! " ! & Classroom-based research^ ! > q +6 - 6 > '' / S y {+6 # ! \ ! ! ! ! # j ! ! ! #! " # ! # ! % ! ! - ! # ! & € # ! # " # ! # # ! ! ! ! % % ! " ! \ _ - ! # ! ! ! #\ # # % ! ! ! 8 Wolfgang Hallet, Michael K. Legutke 42 (2013 2 4 ! # ! ! ! ! - \ ! \ - \ - ! ! ! ! ! # # & S 6 [‰‰ & € ! ! ! % ! ! ! ! ! # ! ! ! \ ! ! " # ! % ! # ! j ! \ # # ! & \ i ! # % % " ! # # # # & " ! ! " # ! ! ! ! # \ " # ! j ! # ! \ # ! # # #! # _ ! " "! # # j ! # ! & Literature $ @ \ { -6 # / $ @6™€ ˜ -> + ˜+6 \ + / { ÖNIGS \ Frank <& / { 6@>> \ ! -„ˆ #! & (2005): Bildungsstandards für den Fremdsprachenunterricht auf dem Prüfstand . ˆ" ^ ' & $ 6++' \ > X”} ^ Ž " ! ! # ! ’& In: '* €' \ ! / > @6ƒ ; \ * ! # #! & ^ Language Learning Tasks& + % # ! ^ ƒ € \ [Y-Œ•& '* €' \ ! X”Œ ^ Ž " ! # ! ! ! ! ’& € ^ $ 6@> € \ ! #& ^ General English Syllabus Design. Curriculum and Syllabus Design for the General English Classroom& yj #^ ƒ & + € \ 6 # [‰‰Y ^ Task-based Language Learning and Teaching& yj #^ yj # @ ! ƒ ! ! & + \ ™ [‰‰ ^ Ž* ! ! † & * * ! ! " ƒ ! # { ] # ! ] †‡ ™ % ˆ # #! # - # ’& € ^ +<@ {+ #& \ }•-”•& + \ ™ [‰‰" ^ Ž* # ! { ] ^ { ] # > # ˆ # ƒ ! ! - ! # ! " # ’& € ^ $ @6™€ ˜ -> + ˜+6 \ + Q + \ ™ Q +<@ {+ \ > - Q > +€‡'+6 \ ]-„ ! Q > @{ +6„++ \ „ " #! & ^ Sprachen lernen - Menschen bilden. $ ! % ^ # \ [ŒY-[& + \ ™ [‰XX ^ Lernen fördern: Englisch. Kompetenzorientierter Unterricht in der Sekundarstufe I. ] ^ { { & + \ ™ [‰X[ : Ž* j { ] " & #! * ! ! † ! " # @ ! j ! ’& € ^ + \ ™ / { 6–>+6 \ @ #! & ^ Kompetenzaufgaben im Englischunterricht. Grundlagen und Unterrichtsbeispiele. ] ^ { { - \ -X”& + \ ™ [‰XY : Ž* j { ] " ’& Der fremdsprachliche Unterricht Englisch Œ} (124)\ [-& { €ƒƒ+ \ # [‰XY ^ Žq" # > ! - practice makes perfect^ # % - ! # ! ! ’& € ^ Fremdsprachen Lehren und Lernen 42&X\ Y-Œ”& +<@ {+ \ > {& #& [‰‰ ^ Kommunikative Kompetenz als fremdsprachendidaktische Vision& ˆ" ^ ' & +<@ {+ \ > Q y> \ % # X””X` 4 1999): Process and Experience in the Language Classroom. # ^ & > q +6 - 6 > '' \ # ! / S y {+6 - y' * € @6 \ > [‰XX ^ Teaching English: Task- Supported Language Learning& ƒ # " ^ š & Tasks re-visited. Introducing the special issue 9 42 (2013 2 4 S >@* \ / $ ; < + \ > [‰‰ ^ Tasks in Second Language Learning& # ! \ $ ! ! ^ ƒ > > & S 6 \ > [‰‰ ^ Ž™ ! $ - ! \ › ! - ! " < ! ! ’& € ^ + {+6 \ „ ! Q S €+{> '' \ " #! & (2008): Task-based Language Learning and Teaching& Q>&^ \ Œ}-••& ' *+' $ 6 '*+' \ { ! [‰‰• ^ Ž€ # ^ ! -" ! # ! ’& € ^ ' *+' $ 6 '*+' \ { ! #& ^ Task-Based Language Education: From Theory to Practice& - " # ^ @ƒ\ X-X•& ' *+' $ 6 '*+' \ { ! / $ ; < + \ > / N ORRIS \ „ #! & [‰‰” ^ Task-Based Language Teaching. A Reader& ! # ^ „ $  ! & ' €+6 \ X””• ^ Interaction in the Language Curriculum. Awareness, Autonomy, and Authenticity& # ^ & y< \ { [‰XX : Fremdsprachliche Kompetenzprofile. Entwicklung und Abgleichung von GeR- Deskriptoren für Fremdsprachenlernen mit einer beruflichen Anwendungsorientierung& ˆ" ^ ' & Z ; * €‡ \ ™ [‰X‰ ^ Ž{ ] # #! ’& € ^ + \ ™ Q { ÖNIGS \ <& #! & ^ Handbuch Fremdsprachendidaktik. ] ^ { { & ”-•Y&